Jennifer Moon SOONER Elementary School, OKLAHOMA CITY, OK
1st Grade Math : Unit #9 - Graphs, Tables, and Charts : Lesson #2

Using Table Data: Time to the 1/2 Hour

Objective: SWBAT interpret data presented in scheduling charts.
Standards: 1.MD.B.3 MP1
Subject(s): Math
60 minutes
1 Rev Them Up - 20 minutes

We are going on a walking field trip! The kids are so excited. Anytime you leave your room to teach your kids about something else, call it a field trip. It really peaks their curiosity, and it provides them with a new environment to learn from.

The creation of schedules by using charts provides first graders with a chance to see how data is represented and organized. I want to go a step further to help them master the common core standards related to data and have them analyze the data to see how the data is related. My school has a digital clock in every room. As we examine schedules throughout the building they will be reading these digital clocks and analyzing how times on the schedules are related to each other.

We walked around my building and identified two areas where schedules are very important and they were being displayed in different formats. We are on our way and went in the office, then headed down the hallway and went in the library. Our librarian used printed schedule magnets on cookie sheets to keep up with who all visits the library. Our receptionist uses a flip chart to manage the multiple schedules she has to keep up with.  Other good places you could check would be your cafeteria, computer lab, music, and/or PE teachers. I want my kids to see how schedules are used in different areas and why they are so important. We had a discussion after our field trip and talked about how the receptionist data table helped her keep up with our school-wide schedules.

2 Whole Group Interaction - 15 minutes

I will keep my students in their groups. This will be five total groups within the room. I will provide each group a Create a schedule worksheet. These will consist of pertinent things we do throughout each day and their times.  You may want to alter what I have provided to match your schedule. First, I will cut apart a set of cards and complete the task with them and make a list on the chalkboard. This will give them a reference to completing the task together.

Second, the groups will have to match the correct time with the activity and then place them in order from what comes first in the day to the end of the day. They will be working together to make sense and connect things together and then they will have to persevere to complete the task. (MP1). This will be a challenging task to order the tasks and work as a group. They will have to focus their attention and remain flexible to achieve their end result. Watch this video of students putting schedules together  and this group among others, producing finished products.

Learn from my mistake!
Perseverance

The kids showed great perseverance when solving their group activity, but I want you to learn from my mistake. Watch the video and I will share with you my mistake that confused the kids: reflect group activity

3 Independent Practice - 10 minutes

Need: Print the using a schedule worksheet and make copies for every student.

I will have my students practice reading a schedule, analyzing a data chart, and answering questions about it. 

4 Closure - 10 minutes

My students have worked hard today to complete our schedules and answer the questions related to the data charts. I will use one of the completed schedules from our whole group interaction and display it on the chalkboard. I will ask my class to find a partner and grab our class analog clock. I will call up sets of partners and pick different times from the schedule and ask the partners to find that time on the analog clock.

Example: Students find the time we go to lunch. (The students will work together to rotate the hands to show 11:30.)

I will continue until all partners have a chance.